Rhetoric+Unit+3

Essential Question
toc //How can the use of rhetoric further specific claims related to the broad topic?//

Common Core Standards
**RI.9-10.5** Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). **RI.9-10.6** Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. **RI.9-10.8** Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. **RI.9-10.9** Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
 * CCS Standards: Reading—Informational Text **

**W.9-10.2.a-f** Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other relevant information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.9-10.9.b Draw evidence from literary or informational texts to support analysis, reflection, and research. <span style="font-family: Arial,sans-serif; font-size: 12pt;">b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning).
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">CCS Standards: Writing **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">**SL.9-10.1.a-e** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively. <span style="font-family: Arial,sans-serif; font-size: 12pt;">a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. <span style="font-family: Arial,sans-serif; font-size: 12pt;">b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. <span style="font-family: Arial,sans-serif; font-size: 12pt;">c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. <span style="font-family: Arial,sans-serif; font-size: 12pt;">d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. <span style="font-family: Arial,sans-serif; font-size: 12pt;">e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. <span style="font-family: Arial,sans-serif; font-size: 12pt;">CCS Standards: Language <span style="font-family: Arial,sans-serif; font-size: 12pt;">**L.9-10.1** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. <span style="font-family: Arial,sans-serif; font-size: 12pt;">**L.9-10.2** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. <span style="font-family: Arial,sans-serif; font-size: 12pt;">**L.9-10.4.a, b** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. <span style="font-family: Arial,sans-serif; font-size: 12pt;">a. Use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. <span style="font-family: Arial,sans-serif; font-size: 12pt;">b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">CCS Standards: Speaking & Listening **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Suggested Student Objectives
1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read closely for textual details. 2) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Annotate texts to support comprehension and analysis. 3) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Delineate an argument, assessing evidence and reasoning. 4) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Engage in productive evidence-based conversations about text. 5) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Determine meaning of unknown vocabulary. 6) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Independently preview text in preparation for supported analysis. 7) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Paraphrase and quote relevant evidence from a text. 8) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Write original evidence-based claims. 9) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Generate and respond to questions in scholarly discourse.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Nonfiction/Informational Texts
<span style="font-family: Arial,sans-serif; font-size: 12pt;">The Universal Declaration of Human Rights (required)

<span style="font-family: Arial,sans-serif; font-size: 12pt;">“On the Adoption of //The Universal Declaration of Human Rights”// by Elenor Roosevelt (required) “Address to the United Nations Youth Assembly” by Malala Yousafzai (required)

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Resource Links
//<span style="font-family: Arial,sans-serif; font-size: 12pt;">Found on Engageny.org // <span style="font-family: Arial,sans-serif; font-size: 12pt;"> <span style="font-family: Arial,sans-serif; font-size: 12pt;">(Module 2, Unit 1, 3) <span style="font-family: Arial,sans-serif; font-size: 12pt;">(Module 2, Unit 1, 3) – additional models available on Engageny.org <span style="font-family: Arial,sans-serif; font-size: 12pt;"> (Module 2, Unit 1, 3) – additional models available on Engageny.org <span style="font-family: Arial,sans-serif; font-size: 12pt;"> (Module 2, Unit 1, 2, 3) – additional models available on Engageny.org

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Activities
<span style="font-family: Arial,sans-serif; font-size: 12pt;">**Fishbowl Protocol** The fishbowl is a peer-learning strategy in which some participants are in an outer circle and one or more are in the center. In all fishbowl activities both those in the inner and those in the outer circles have roles to fulfill. Those in the center, model a particular practice or strategy. The outer circle acts as observers and may assess the interaction of the center group. Fishbowls can be used to assess comprehension, to assess group work, to encourage constructive peer assessment, to discuss issues in the classroom, or to model specific techniques such as literature circles or Socratic Seminars.

<span style="font-family: Arial,sans-serif; font-size: 12pt;"> Tips and Variations for the Fishbowl <span style="font-family: Arial,sans-serif; font-size: 12pt;">Fishbowl protocol in a 10th grade ELA class <span style="font-family: Arial,sans-serif; font-size: 12pt;">Stay and Stray
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">After one round of a fishbowl, teachers might have the two circles change places. When all the students have experienced both the inside and the outside of the fishbowl, the teacher can ask questions like: What was it like being inside the circle? Outside the circle? How are the two roles different? What did you learn from each? How do you think you will carry what you learned from this exercise into small-group discussions? Into whole-class discussions?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Some teachers leave an empty seat in the fishbowl for an outside participant who wants to speak. He or she should move to the vacant seat and join the discussion until someone else from outside the circle wants to join. That person then taps the first person on the shoulder, and they quietly switch places.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Many teachers stay out of the fishbowl, since their presence can make the discussion less natural. Whether in or out of the group, however, the teacher must keep time, attend to behavior issues that the fishbowl group cannot handle, and maintain group protocols.

<span style="font-family: Arial,sans-serif; font-size: 12pt;"> The teacher will divide the class into groups of four or five students, with each group getting a poem and/or piece of artwork, an oversized sheet of paper, and markers. Within the groups, the students will analyze the poem/artwork that was assigned to them and discuss their thoughts and feelings relating to the work. The group will then use the oversized sheet of paper and markers in order to create a visual presentation of their discussion. At the end of the group activity, one student will volunteer to be the presenter while the other members of the group will watch the presentations of the other groups. The students watching the presentations will have a short period of time to read the poem assigned to the other group or view the piece of artwork. The presenters will then discuss what their group thought and explain the work that was completed.


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Table Text **

<span style="font-family: Arial,sans-serif; font-size: 12pt;"> The teacher will divide the class into groups of four or five students. Each group will receive a poem along with a worksheet presenting four to five questions (enough for each student in the group to always have a question to answer). The students will read the poem, then answer the first question on their worksheet. After a predetermined time interval, the students will switch worksheets and then answer the next question. Once all the questions on the worksheet have been answered, the students will then have a group conversation based on their thoughts and the answers of their classmates.

> (This may also be incorporated into poetic writing by providing the students with a writing prompt and having them write without worrying about format, grammar, or any particular rhyme scheme.) <span style="font-family: Arial,sans-serif; font-size: 12pt;">**Think-Pair-Share** Considering and thinking about a topic or question and then writing what has been learned; pairing with a peer or a small group to share ideas; sharing ideas and discussion with a larger group To construct meaning about a topic or question; to test thinking in relation to the ideas of others; to prepare for a discussion with a larger group <span style="font-family: Arial,sans-serif; font-size: 12pt;">**Discussion Groups** Engaging in an interactive, small group discussion, often with an assigned role; to consider a topic, text, question, and so on To gain new understanding or insight of a text from multiple perspectives <span style="font-family: Arial,sans-serif; font-size: 12pt;">Quickwrite Responding to a text by writing for a short, specific amount of time about a designated topic or idea related to a text to activate background knowledge, clarify issues, facilitate making connections, and allow for reflection. <span style="font-family: Arial,sans-serif; font-size: 12pt;">**** <span style="font-family: Arial,sans-serif; font-size: 12pt;">**Assessment Writing Prompts** – See Module Overview
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Poetry Reading Exercises/Strategies **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Close Reading - Access small sections of a poem (several lines or a stanza) for the students to read. Then have the students re-read, mark, and annotate the key passages word-by-word and line-by-line.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Marking the Text - Selecting text by highlighting, underlining, and/or annotating for specific poetic elements.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Visualizing - Forming a picture (mentally and/or literally) while reading the text.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Free Writing - Using a fluid brainstorming process to write without constraints in order to solidify and convey the writer's purpose.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">TWIST Analysis - Analyzing a poetic work by looking at the following literary elements: tone, word choice (diction), imagery, style, and theme. The analysis can be done as a chart and/or written response.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Choral Reading - Reading text lines aloud individual and/or in student groups to present an interpretation. (This can also be coupled with oral interpretation - reading a text orally while providing the necessary inflection and emphasis that demonstrate an understanding of the meaning of the poem.)

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">The Universal Declaration of Human Rights // <span style="font-family: Arial,sans-serif; font-size: 12pt;">“On the Adoption of the Universal Declaration of Human Rights” by Eleanor Roosevelt
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Unit 3 Sample Writing Prompts **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What words does The Universal Declaration of Human Rights use to describe people of the world in paragraph 1? What is the impact of this choice of words?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What are the effects of the barbarous acts described in paragraph 2? What elements of the word barbarous confirm the definition of the word?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">According to paragraph 3, what is “essential”? Why is it essential?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">According to paragraph 4, what is “essential”? What does this reveal about a purpose of The Universal Declaration of Human Rights?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What ideas and words are repeated throughout the Preamble? What is the cumulative impact of this repetition?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How do the Articles develop and refine the ideas expressed in the Preamble?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">In her opening sentence, what does Roosevelt emphasize in the way she describes the process of forming The Universal Declaration of Human Rights (UDHR)?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Roosevelt describe "the composite views" that are reflected in the UDHR? What does composite mean in this context?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Roosevelt’s second sentence (beginning “Not every man”) relate to her opening sentence?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What is the impact of Roosevelt’s use of “we” in the third sentence (beginning “There are of course”)?